Middle School General Music
Unit Outline
Name: ________Anna Kruger______
Unit Topic/Title: ____Music in the Movies_______
Day
Objectives for the
Day
Learning Activities to
Meet Objectives
Michigan State Learning
Standards Incorporated
into Lesson
1.
Students will be
introduced to the
basic techniques used
in music in the
movies.
Viewing clips from
movies illustrating the
techniques—
Will be done as students
are walked through the
techniques packet
(sample packet attached)
Content Standard 3: All students
will analyze, describe and evaluate
works of art.
Materials Needed
Outside of class
assignment (class
will be divided in
Sheet
describing
the
various
half, each student
ART.III.M.M.1
Describe
techniques
used
will be given a
specific music events in a
(attached)
composer to give a 4
given aural example, using
minute presentation
appropriate terminology.
Composer information
on. Every composer
(in
links
on
attached
sheet.
Any
but 1 will be covered
ART.III.M.M.4
Develop
student
without
access
to
internet
by two students.
criteria for evaluating the
should
have
sheet
printed.
Will present to their
quality and effectiveness of
half-of-the-class)
music performances and
Should be ready to
compositions and apply these
present by class
criteria when performing.
period 3.
Content Standard 5: All students
will recognize, analyze, and describe
connections among the arts; between
the arts and other disciplines;
76
Movies cued (Youtube links
found in sample packet)
Assignments &
Assessments
between the arts and everyday life.
ART.V.M.M.4
Describe
the role of music in artistic
applications of electronic
media today.
2.
Students will evaluate Finish techniques sheet
the way music is used from yesterday
in two scenes.
Journal writing (using
(opening scene in the your techniques sheet,
matrix—see attached) analyze theses scenes.
What worked well?
(“Die Tasche!” scene What didn’t? why?)
in Run Lola Run)
In-class discussion using
your notes
Content Standard 3: All students
will analyze, describe and evaluate
works of art.
Movies cued
Presentations next
class period.
Students will need their
presentation materials.
Out of class
assignment:
ART.III.M.M.1
Describe
specific music events in a
given aural example, using
appropriate terminology.
ART.III.M.M.4
Develop
criteria for evaluating the
quality and effectiveness of
music performances and
compositions and apply these
criteria when performing.
Content Standard 5: All students
will recognize, analyze, and describe
connections among the arts; between
the arts and other disciplines;
between the arts and everyday life.
ART.V.M.M.4
Describe
the role of music in artistic
applications of electronic
media today.
3.
Students will be
introduced to the
presentations
Content Standard 5: All students
77
will recognize, analyze, and describe
connections among the arts; between
the arts and other disciplines;
between the arts and everyday life.
major composers of
film music
Pick a movie and a
scene to analyze on
your own. Due on
class 5.
ART.V.M.M.4
Describe
the role of music in artistic
applications of electronic
media today.
4.
5.
In groups, students
will compose their
own score to a predetermined scene.
Students will perform
their score
compositions.
Compositions (may used
music that is already
recorded and appropriate.
May use their own
instrument or voice or a
classroom percussion
instrument, etc.)
Recordings may come
from own library,
parents’ library, a
friends’ library, the
public library, etc. single
tracks may be purchased
from iTunes for $.99.
performances
Content Standard 2: All students
will apply skills and knowledge to
create in the arts.
ART.II.M.M.6 Use a variety of
traditional and nontraditional
sound sources and electronic
media when composing,
arranging, and improvising.
Content Standard 5: All students
will recognize, analyze, and describe
connections among the arts; between
the arts and other disciplines;
between the arts and everyday life.
Content Standard 2: All students
will apply skills and knowledge to
78
Students will need their
composition materials. Scene
will need to be cued.
Students may choose
a movie from their
own library that is
rated G or PG, the
school library, the
public library, a
friend’s library, etc.
Out of class
assignment:
Prepare composition
for performance
tomorrow. Finish
scene analysis to be
turned in tomorrow.
Analysis
(summative) and
performances will be
graded.
create in the arts.
79
Analyzing a Scene
Opening scene from the Matrix
We see
Numbers (the Matrix)
We hear
Fast slowly changing music
Closer focus on “0”. Becomes
a tunnel, then light
New scene; flashlights
Looking around (in a
warehouse?)
Ready to kick door open
On the way to find suspect
View of Trinity from back
Expanding view of Trinity
Brass chords, accented.
Sudden silence after cymbals
Unfamiliar, spooky sounds
High sustained strings
Mounting brass chords
Cymbal swells
Complex string chord,
accented
What it signifies
Digital world of
mechanization
Getting sucked in by a
powerful, swelling force.
Transition and arrival
Disorientation
Apprehension, danger
Excitement
Mystery
??? false cue
“Die Tasche!”
The music sustains a level of tension while staying in the background, never calling attention to
itself. Notice the glockenspiel. It has no place in the main fabric of the music. Its arpeggio
appears to set up an element of pleasantness, only to be broken by the last note, which takes a
dissonant turn.
We see
Lola leaves apartment, passes
mother
Mother on phone
we hear
Fast techno music (carried in
from previous scene)
Same.
Lola running down the stairs
Sticks (percussion) added
Same
Lola exits building
Now add lyrics
Music starts over with just
percussion, then piano
Voice returns
Slight texture change
Same
Lola runs
Collision with pedestrian
Polaroid “flash forward in
time”
Distant shot of Lola running
Running on a bridge
Modulation up a key
Metallic percussion
Slow motion shots
Return of voice, then only
percussion
Scene change
Music stops
80
what it signifies
Sensation of drown-out
urgency; running
Slows the action, makes
techno music seem silly
Tie between rungs and
musical patterns
Self-motivation?
One down, more to go
Self-motivation?
Regroup and keep going
Same
Kick it up, a little further to go
Again, tie between musical
patterns and geometric design.
Distorted sense of time: will I
ever get there? What will
happen when I do?
Famous Film Score Composers
•
•
•
•
•
•
•
•
•
•
•
•
•
Danny Elfman
Philip Glass
Ira Newborn
David Newman
Randy Newman
Howard Shore
John Williams
Howard Blake
David Shire
Shirley Walker
Clint Mansell
Rachel Portmann
Anne Dudley
For information on Danny Elfman, visit:
http://www.windowsmedia.com/Mediaguide/Templates/Biography.aspx?p_id=P%20%20%20%
20%204180
http://movies.msn.com/celebrities/celebrity-biography/danny-elfman/
http://animatedtv.about.com/od/musicandsongs/p/elfmanprofile.htm
For information on Philip Glass, visit:
http://www.philipglass.com/bio.php
http://www.answers.com/topic/philip-glass
For information in Ira Newborn, visit:
http://www.moviemusicuk.us/newborn.htm
http://en.wikipedia.org/wiki/Ira_Newborn
For information on David Newman, visit:
http://en.wikipedia.org/wiki/David_Newman_(composer)
http://www.davidnewmanfilmmusic.150m.com/
For information on Randy Newman, visit:
http://movies.nytimes.com/person/104393/Randy-Newman?inline=nyt-per
http://www.blockbuster.com/movies/randy-newman.html
For information on Howard Shore, visit:
http://www.imdb.com/name/nm0006290/
http://en.wikipedia.org/wiki/Howard_Shore
For information on John Williams, visit:
http://en.wikipedia.org/wiki/John_Williams
81
http://www.fandango.com/johnwilliams/filmography/p116874
For information on Howard Blake, visit:
http://www.imdb.com/name/nm0086574/filmoyear
http://www.howardblake.com/biography.php
For information on David Shire, visit:
http://movies.msn.com/celebrities/celebrity-biography/david-shire/
http://en.wikipedia.org/wiki/David_Shire
For information on Shirley Walker, visit:
http://en.wikipedia.org/wiki/Shirley_Walker
http://movies.msn.com/celebrities/celebrity-biography/shirley-walker/
For information on Clint Mansell, visit:
http://www.imdb.com/name/nm0543739/
http://movies.nytimes.com/person/235189/Clint-Mansell
http://en.wikipedia.org/wiki/Clint_Mansell
For information on Rachel Portman, visit:
http://en.wikipedia.org/wiki/Rachel_Portman
http://us.imdb.com/name/nm0006235/bio
For information on Anne Dudley, visit:
http://en.wikipedia.org/wiki/Anne_Dudley
http://www.annedudley.co.uk/
82
Film Music: Techniques and Objectives
Adapted from Professor Fuentes’ class notes
A. The Spotting Session
Spotting: the placement of music; assigning music to specific scenes
•
•
•
When the film editing is finished, what results is called a “fine cut,” (or final cut)
and is said to be “locked.” The composer, director, producer, film editor, and
music editor meet to decide on the placement of the music.
Most composers have watched this version of the film several times before the
spotting session.
The spotting session has two goals:
1) To determine where the music will start and stop throughout the film
2) To discuss the function of the music as it pertains to specific scenes or
moments.
http://www.youtube.com/watch?v=pG1FYAvOe5A
1) What types of scenes is music used for? Action? Dialogue? Transitions? Dramatic
Climaxes?
2) Exactly when does the music enter? What is the dramatic motivation for bringing it
in just at that moment?
3) How does the music enter? Does it sneak in? Does it come in with a bang? Does
something in the action or dialogue bring it in?
4) How does it end? Does it taper off? Is it interrupted? Does it come to a cadence?
5) How will music affect the perception of pacing?
a) Most scenes tend to seem much shorter when music is added.
b) A composer can achieve the opposite effect with certain types of music.
6) Music versus silence.
a) Many composers and some directors admit that the worse a movie is, the
more the director tries to rely on music to make it better.
be.”
b) Aaron Copeland liked to “make use of music’s power sparingly, saving it for
absolutely essential points. A composer knows how to lay with silences, knows
that to take music out can at times be more effective than any use of it might
(Of Mice and Men, The Red Pony, and Our Town)
c) In the 40s and 50s, film music was overused if the film ran 2 hours and 23
minutes, the music ran 2 hours and 23 minutes…
83
a
d) Hitchcock pointed out that “in moments of great suspense, we freeze. We
don’t move or breathe. …When the danger is over, everyone starts talking. It’s
release.” Music in movies often follows that.
e) Disaster scenes: Is it really necessary to use music in addition to sound
effects?
B. Source Music Versus Underscoring
Diagetic music (source music) is music that the actors hear
Non-diagetic music (underscoring) comes from some outside, invisible
source.
1. Examples of diagetic music
a) the piano in Rick’s Café playing, “As Time Goes By” in Casablanca.
http://www.youtube.com/watch?v=J07MoCdar2E
b) singing carols in “It’s A Wonderful Life,”
http://www.youtube.com/watch?v=ErrzjGCi3gY
c) playing the guitar in “August Rush”
http://www.youtube.com/watch?v=sN0c_egqXAM
d) we no longer need to see evidence of the source; the balance and effects
applied to the mixing of the music make it clear whether the music is coming
from a radio, live performer, loud stereo next door, etc.
2. Examples of non-diagetic music are too many to mention, however, its effects
include:
a) It can confirm what we see and hear, signaling that something done or said
has particular importance.
b) It can signal an upcoming event, or recall a past one.
c) It can set a mood or era.
d) It can affect pacing (most scenes seem shorter when the music is added)
e) It can help us get inside a character’s head or heart. This is called “playing
the
psychological subtext”
f) It can contradict what we see and hear. It can even lie.
g) It can have a symbolic significance: chorus, bells, music box, etc.
What effects do the following clips demonstrate?
http://www.youtube.com/watch?v=gnPxOttpVdI&feature=related
http://www.youtube.com/watch?v=uVQYtxcVKjo
3. Larger concerns of source and underscored music
a) Underscored music helps us believe that the make-believe world of film is a
real world. This may be hard to reckon, because music is itself a world of
imagination.
b) Indiscrete use of underscored music can undermine the believability of a film:
is it really appropriate to hear a 50-piece orchestra while we watch a character
wandering through the desert?
c) Underscored music can represent the inner thoughts or struggles a character
faces.
84
4. Blurring the boundaries: we can’t always tell whether the actors can hear what we
hear.
a) the visit to the Oracle in “The Matrix” begins with jazz music played on a radio,
then switches to more intense underscored music as the Oracle prophesies
about Morpheus’ death, then switches back when it’s time for Neo to leave.
b) Comedic blurring. in the Scrubs episode "My Mentor" - J.D. is listening to
Leroy's "Good Time" diagetically on his mp3 player. However, it seems to shift to
more ambient, although not non-diagetic sound as nurses change bedsheets in
time with the music and the janitor sweeps the floor in time to the music followed
by a patient and Dr Kelso lip-synching part of the chorus respectively.
http://www.youtube.com/watch?v=HHoKgetr0q0
C. Tactical Devices
1. Hits- coordinating sounds (accents) to match specific events.
a) the most basic application coordinates the beginning of a musical cue to an
action in the film.
b) Excessively-choreographed scenes (e.g., “Batman,” and “Raiders of the Lost
Ark”) are said to be “Mickey Moused,” after the cartoon scoring technique.
c) Other more basic applications merely coordinate a few chords, accents, or
flourishes with a line of dialogue (knocking something over, etc.)
d) Very subtle or mystical effects match a music’s tempo with visual action. For
the film, “the Informer” (1935), Max Steiner worked for days to get dripping water
in a prison cell to drip at a perfectly constant rate so he could synchronize music
to it.
http://www.youtube.com/watch?v=QhCJnOFZvHc
the
2. Playing through the action
Playing one piece through an entire scene. Lays down a mood to underscore
action. For example, Joplin’s “The Entertainer” Rag in “The Sting”
http://www.youtube.com/watch?v=_xWS3h-apmk
3. Playing the Drama
Music can enhance the overall (Obvious) emotional content of the film:
excitement, coolness, passion, fear, etc.
4. Material
1) Theme (big identifiable melody)
a) Music introduced during titles is often referred to as the movie’s “Theme”
1) Might be the main theme, which recurs with or without variation or
elaboration throughout the film.
2) Might introduce future themes
3) Might set a mood
4) Might never be heard again
b) The actual main theme, though, might actually come in later.
2) Leitmotifs (Generally short melodic ideas, but can be chords or rhythms)
85
a) Bernard Hermann: Psycho’s “stabbing” theme
b) John Williams: Various characters in Star Wars, Schindler’s Theme, Jaws “shark
theme” (not a melody!) not present when some boys are playing a prank with a fake
fin: music can guarantee evil/harm or reveal a lie.
3) Tempo and Pulse
a) The tempo of the music can go along with, ahead of, or slower than the
tempo
of the scene, with drastic effects.
4) Style
a) some films call for a particular musical style that will evoke a certain historical
period, a specific ethnic or folk music, etc.
b) genre films acquire their own stylistic norms: Westerns, sci-fi, horror, etc.
Music - Composition : Film Score
Teacher Name:
Student Name:
CATEGORY
Music Score
Music Notation
________________________________________
3
Music score is very
neat and all
required elements
are included (if
applicable): Song
Title, Composer
Name, Instrument,
Clef Sign, Time
Signature, Key
Signature, and
Copyright
information.
If applicable, all
notes are written
neatly using proper
barline placement.
If using prerecorded materials,
the information is
laid out in
predetermined
fashion.
2
Music score is
neat. Two or less of
the required
elements are
missing from the
musical score.
1
Music score is
legible. Three to
four of the required
elements are
missing from the
musical score.
R - Redo
Music score is
illegible and many
of the required
musical score
elements are
missing.
Most notes are
written clearly
using the proper
barline placement.
Pre-recorded
materials are laid
out correctly most
of the time.
Notes are written
clearly, but barline
placement is often
incorrect. Prerecorded materials
are used, but
written in the
prescribed format
only some of the
time.
Notes are written in
a sloppy and
illegible manner.
Barline placement
is not correct. Prerecorded materials
are used, but not
written in the
prescribed format.
Needs to be
resubmitted.
86
Overall
Performance
The composition
was creative,
clean/easy to read,
and included all
required elements.
The composition
was somewhat
creative and
legible. Most of the
required elements
were included.
The composition
was very basic and
somewhat legible
to read. At least
half of the required
elements were
included.
Preparation
The student was
thoroughly
prepared to present
his/her
composition. The
movie was cued to
the correct spot.
The student was
prepared, but the
movie was not
cued to the correct
spot.
The composition
does not last
through the entire
scene.
The composition
was not complete,
and very difficult to
read. Under half of
the required
elements were
included. Project
will need to be
revised.
The student did not
come with the
movie/composition.
Oral Presentation Rubric : Composers Presentation
Teacher Name:
Presenter’s Name: ______________________________________
CATEGORY
Pauses
Preparedness
Time-Limit
4
Pauses were
effectively used 2
or more times to
improve meaning
and/or dramatic
impact.
Student is
completely
prepared and has
obviously
rehearsed.
3
Pauses were
effectively used
once to improve
meaning and/or
dramatic impact.
1
Pauses were not
intentionally used.
Student seems
pretty prepared but
might have needed
a couple more
rehearsals.
2
Pauses were
intentionally used
but were not
effective in
improving meaning
or dramatic impact.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Presentation is 4
minutes long.
Presentation is 3-4
minutes long.
Presentation is 2-3
minutes long.
Presentation is less
than 2 minutes OR
more than 4
minutes.
87
Student does not
seem at all
prepared to present.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Speaks clearly and
distinctly most (9485%) of the time.
Mispronounces no
more than one
word.
Student uses 1 prop
which makes the
presentation better.
Often mumbles or
cannot be
understood OR
mispronounces
more than one
word.
The student uses no
props OR the props
chosen detract
from the
presentation.
Props
Student uses
several props
(could include
costume) that show
considerable
work/creativity and
which make the
presentation better.
Shows a full
understanding of
the topic.
Student uses 1 prop
that shows
considerable
work/creativity and
which make the
presentation better.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
Stays on Topic
Stays on topic all
(100%) of the time.
Stays on topic most
(99-90%) of the
time.
Stays on topic
some (89%-75%)
of the time.
It was hard to tell
what the topic was.
Listens to Other
Presentations
Listens intently.
Does not make
distracting noises
or movements.
Listens intently but Sometimes does
has one distracting not appear to be
noise or movement. listening but is not
distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
Evaluates Peers
Fills out peer
evaluation
completely and
always gives scores
based on the
presentation rather
than other factors
(e.g., person is a
close friend).
Fills out almost all
of the peer
evaluation and
always gives scores
based on the
presentation rather
than other factors
(e.g., person is a
close friend).
Fills out most of
the peer evaluation
but scoring appears
to be biased.
Content
88
Fills out most of
the peer evaluation
and always gives
scores based on the
presentation rather
than other factors
(e.g., person is a
close friend).
Oral Presentation Rubric : Student Presentation Evaluation Sheet
Teacher Name: __________________________________________
Evaluator’s Name:
___________________________________
Presenter’s Name:
____________________________________
CATEGORY
Preparedness
4
Student is
completely
prepared and has
obviously
rehearsed.
3
Student seems
pretty prepared but
might have needed
a couple more
rehearsals.
2
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
1
Student does not
seem at all
prepared to present.
Speaks Clearly
Speaks clearly and
distinctly all (10095%) the time, and
mispronounces no
words.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces one
word.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.
Props
Student uses
several props
(could include
costume) that show
considerable
work/creativity and
which make the
presentation better.
Student uses 1 prop
that shows
considerable
work/creativity and
which make the
presentation better.
Speaks clearly and
distinctly most (
94-85%) of the
time.
Mispronounces no
more than one
word.
Student uses 1 prop
which makes the
presentation better.
89
The student uses no
props OR the props
chosen detract
from the
presentation.
Posture and Eye
Contact
Content
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Shows a full
understanding of
the topic.
Stands up straight
and establishes eye
contact with
everyone in the
room during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
90